# Book Chapters

Jackiw, N., & Sinclair, N. (2017). TouchCounts and gesture design. In T. Hammond, A. Adler & M. Prasad (Eds), *Frontiers in Pen and Touch* (pp. 51-64). New York: Springer.

de Freitas, E. & Sinclair, N. (2017). Concepts as generative devices. In E. de Freitas, N. Sinclair and A. Coles (Eds.) *What is a mathematical concept? *Cambridge University Press.

Cohen, R., Chorney, S. & Sinclair, N. (2017). Equity and Access to the Complexity of Number: A Multimodal, Digital Approach. In S. Celedon-Pattichis, D. White & M. Civil (Eds), *Access and Equity: Promoting high quality mathematics in grades K-2*. Reston, VA: NCTM.

Levy, R. & Sinclair, N. (2017). Young children and technology; developing literacy and numeracy practices and skills. In L. Arnott (Ed.), *Digital Technologies and Learning in the Early Years*. Sage Publishers.

Sinclair, N. & Coles, A. (2017). Returning to ordinality in early number sense: Neurological, technological and pedagogical considerations**.** In E. Faggione, F. Ferrara & A. Montone (Eds.), *Innovation and Technology engancing mathematics education*. Springer.

Venturini, M., & Sinclair, N. (2017). Designing assessment tasks in a dynamic geometry environment. In A. Leung & A. Baccaglini-Frank (Eds.), *Digital Technologies in Designing Mathematics Education Tasks* (pp. 77-98). New York: Springer.

Sinclair, N. & Zazkis, R. (2017). Everybody counts: Designing tasks for *TouchCounts*. In A. Leung & A. Baccaglini-Frank (Eds.), *Digital Technologies in Designing Mathematics Education Tasks* (pp. 175-192). New York: Springer.

Mulligan, J., Verschaffel, L., Baccaglini-Frank, A., Coles, A., Gould, P., He, S., Ma, Y., Milinkovi´c., Obersteiner, A., Roberts, N., Snclair, N., Wang, Y., Xie, S and Yang, D. (2016). Whole number thinking, learning and development: neuro-cognitive, cognitive and developmental approaches. In M. Bartolini Bussi (Eds.). ICMI Study.

Sinclair, N. (2016). New starting points for number sense using *TouchCounts*. In M. Bates & A. Usiskin (Eds), *Digital curriculum in school mathematics*. Charlotte, NC: Information Age Publishing.

Sinclair, N. (2016). *TouchCounts*: Visual, Auditory, Haptic and Symbolic Models for Numbers and Operations. *Mathematical Modeling and Modeling Mathematics *(pp. 27-36). Reston, VA: National Council of Teachers of Mathematics.

Ekol, G. & Sinclair, N. (2016). Undergraduate students’ conceptions of variability in a dynamic computer-based environment. In. D. Ben-Zvi & K. Makar (Eds), *The teaching and learning of statistics* (pp. 193-204). New York: Springer.

Sinclair, N. (2015). What kind of thing might number become? In E. Davis & P. Davis (Eds.), *Mathematics, substance and surmise*. New York: Springer.

Sinclair, N. & Pimm, D. (2015). Whatever Be Their Number: Counting on the Visible, the Audible, and the Tangible. In. M. Meletiou-Mavrotheris, K. Mavrou, E. Paparistodemou (Eds.), *Integrating touch-enabled and mobile devices into contemporary mathematics education *(pp. 50-80). IGI Global.

Bruce, C., Sinclair, N., Moss, J., Hawes, Z., Caswell, B. (2015). Spatializing the curriculum. In B. Davis and the Spatial Reasoning Study Group (Eds.). *Spatial reasoning in the early years: Principles, assertions, and speculations* (pp. 85-106). New York: Routledge.

McGarvey, L., Sinclair, N., Thom, J., Kotsopolos, D. (2015). Motion and markings. In B. Davis and the Spatial Reasoning Study Group (Eds.). *Spatial reasoning in the early years: Principles, assertions, and speculations* (pp. 107-120). New York: Routledge.

Whiteley, W., Sinclair, N., & Davis, B. (2015). What is spatial reasoning and why should we care? In B. Davis and the Spatial Reasoning Study Group (Eds.). *Spatial reasoning in the early years: Principles, assertions, and speculations* (pp. 3-14). New York: Routledge.

Andrà, C., and Sinclair, N. (2014). Le lezione di matematica. In L. Bazzini (Ed.), *Insegnare mathematics: Concezioni, buone pratiche e formazione degli insegnati *(pp. 301–312). Rome, Italy: ARACNE editrice S.r.l.

Clark-Wilson, A., Robutti, O., and Sinclair, N. (2014). Introduction. In A. Clark-Wilson, O. Robutti & N. Sinclair (Eds.), *The mathematics teacher in the digital era: An international perspective on technology focused professional development* (pp. 1–10). Dordrecht: Springer.

Jolkaee, S., Zazkis, R., & Sinclair, N. (2013). “It is very, very random because it doesn’t happen very often”: Examining learners’ discourse on randomness. In E. Chernoff & B. Sriraman (Eds.), *Probabilistic Thinking: Presenting plural perspectives*. New York: Spring.

Sinclair, N. (2013). Aesthetic considerations. In M. Fried & T. Dreyfus (Eds.), *Mathematics & Mathematics Education: Searching for Common Ground*. New York: Springer, Advances in Mathematics Education series.

Sinclair, N. & de Freitas, E. (2013). The virtual curriculum: New ontologies for a mobile mathematics. *Mathematics Curriculum in School Education*. New York: Springer.

Sinclair, N., and Robuti, O. (2012). Technology and the Role of Proof: The Case of Dynamic Geometry. In A. J. Bishop, M. A. Clements, C. Keitel & F. Leung (Eds.), *Third international handbook of mathematics education*. Dordrecht, The Netherlands: Kluwer Academic Publishers.

Sinclair, N. (2010). Aesthetics as a Liberating Force in Mathematics Education? In M. Pitici (Ed.), *The Best Writing on Mathematics: 2010*. Princeton, NJ: Princeton University Press.

Pimm, D. and Sinclair, N. (2010). Audience, Style, and Criticism. In M. Pitici (Ed.), *The Best Writing on Mathematics: 2010*. Princeton, NJ: Princeton University Press.

Sinclair, N. (2010). Knowing more than we can tell. In B. Sriraman and L. English (Eds.), *Theories of Mathematics Education: Seeking New Frontiers*, (pp. 591–608). Berlin: Springer-Verlag.

Sinclair, N. and Jackiw, N. (2010). Learning through teaching, when teaching machines. In R. Leikin and R. Zazkis (Eds.), *Learning Through Teaching*.

Zazkis, R., Sinclair, N. and Liljedahl, L. (2009). Lesson Play – A vehicle for multiple shifts of attention in teaching. In S. Lerman and B. Davis (Eds.), *Mathematical Action & Structures Of Noticing: Studies inspired by John Mason*. Sense Publishers.

Pimm, D. and Sinclair, N. (2009). Cultures of generality and their associated pedagogies. In S. Lerman and B. Davis (Eds.), *Mathematical Action & Structures Of Noticing: Studies inspired by John Mason* (14 pages). Sense Publishers.

Sinclair, N., Arzarello, F., Gaisman, M., Lozano, M. (2009). Implementing Digital Technologies at a national scale. In C. Hoyles and J.B. Lagrange (Eds), *The Seventeeth ICMI Study: Technology Revisited*. Springer.

Sinclair, N. (2008). A powerful tool for doing and learning mathematics. In M. Carlson and C. Rasmussen (Eds.), *Making the connection: Research and practice in undergraduate mathematics*. Mathematical Association of America.

Sinclair, N. (2007). The teacher as midwife: What can mathematics education research learn from obstetrics? In K. Nolan and E Defrietas (Eds.), *Opening the research text: Critical insights and in(ter)ventions into mathematics education*. New York: Springer.

Sinclair, N. (2006). For the beauty of number theory. In R. Zazkis and S. Campbel (Eds). *Number Theory in Mathematics Education: Perspectives and prospects*. Dordrecht: Kluwer.

Sinclair, N. (2005). Mathematics on the Internet. In S. Johnston-Wilder and D. Pimm (Eds.), *Teaching Secondary Mathematics effectively with Technology *(pp. 203–218). Open University Press.

Sinclair, N. and Jackiw, N. (2005). Understanding and Projecting ICT Trends. In S. Johnston-Wilder and D. Pimm (Eds.), *Teaching Secondary Mathematics effectively with Technology* (pp. 235–252). Open University Press.

Sinclair, N. (2004). Meet the mathematicians. In L, Burton (Ed.), *Mathematicians as enquirers: Learning about learning mathematics*. Kluwer Academic Publishers.